The purpose of this article is to provide clinical instructors with information and ideas on how to utilize questioning and feedback during clinical experiences. Definitions, purpose, and examples of different questioning skills are provided. Corrective and directive feedback methods are defined with purposes and examples provided of each.

This study examined the effects of pulsed shortwave diathermy on intramuscular temperature, surface electromyography (EMG), and mechanomyography (MMG) of the vastus lateralis. Thirty-five men were assigned to diathermy (n = 13), sham-diathermy (n = 12), or control (n = 10) groups. Each subject performed isometric maximal voluntary contractions (MVCs) and incremental ramp contractions (10%-90% MVC) before and after treatment. Torque, intramuscular temperature, EMG, and MMG were recorded. Temperature for the diathermy group increased (P

The purpose of this literature review is to compare both clinical instructor and student perceptions of helpful and hindering clinical instructor characteristics, behaviors and skills in athletic training and allied health care settings. Clinical education in athletic training is similar to that of other allied health care professions. Clinical education is used to practice didactic information in a hands-on environment, with the goal of integrating theory and practice in a controlled setting. Students are taught skills, behaviors and attitudes required to enter into professional practice. Athletic training clinical education evolved from the medical education model for training physicians and is currently based on the nursing model. Other allied health care professionals employ similar practices. Objective: To provide an overview of helpful and hindering clinical instructor characteristics, behaviors and skills in athletic training and in other allied health professions. Data Sources: MEDLINE, Health Source: Nursing/Academic, PubMed, SPORTDiscus, Academic Search Premier, ERIC and PsychArticles served as the data sources for the allied health fields that included athletic training, nursing, medicine, optometry, clinical psychology, occupational therapy, physical therapy, speech and language pathology, radiography. Data Synthesis: Athletic trainer, allied health profession, and student perceptions of clinical instructor characteristics, behaviors and skills were reviewed and summarized. Conclusions/Recommendations: This review presents literature suggesting that clinical education, regardless of the profession or setting, contains similarities. Clinical instructor characteristics, behaviors and skills are important and need to be the focus of clinical education in order to promote helpful, while minimizing hindering, behaviors. Effective clinical instructors enhance the learning process. Focusing on improved supervisor and supervision services should be employed to teach athletic trainers helpful clinical instructor behaviors.

Objective: The primary objective of this paper is to present the evolution, purpose, and definition of direct supervision in the athletic training clinical education. The secondary objective is to briefly present the factors that may negatively affect the quality of direct supervision to allow remediation and provide higher quality clinical experiences for athletic training students. Background: Athletic training educators and clinical instructors often engage in discussions regarding the direct supervision of ATSs. These discussions tend to center around concerns about ATS preparation, and how the current level of preparedness differs from that of the past. Some believe that direct supervision, rather than unsupervised practice, retards the ATSs' development; however, there is no current literature to support this concept. Description: Supervision means to watch or direct, while mentoring means to tutor, instruct, or guide; therefore, mentoring may be more descriptive of the desired/intended interaction between an ATS and their clinical instructor (CI). The intent of supervision is for an ATS to refine and improve their clinical proficiencies under CI guidance. For this to occur, the CI must alter their interactions with the ATS as the student evolves. Clinical Advantages: Developing the CIs' understanding of the intent and continuum of expectations associated with direct supervision will allow them to maximize their students' education and position them to become highly skilled and confident Athletic Trainers.

The purpose of this study was to examine the inter- and intratester reliability of lower extremity circumference measurements obtained by two testers using the same tape measure and two different tape measures. Twenty-one male high school student-athletes participated in this study. Two testers measured lower extremity circumference at three sites using a standard flexible tape measure and a Lufkin tape measure with a Gulick spring-loaded handle attachment. Measurement sites were medial joint line, 20 cm above medial joint line, and 15 cm below medial joint line. Intraclass correlation coefficients were computed for inter- and intratester comparisons for each measuring device and each measurement site. Results indicated high reliability but a significant difference between the two tape measures. These findings indicate that the reliability of lower extremity circumference measurements is not influenced by tester experience and that the Lufkin tape measure with the Gulick handle attachment is the more accurate of the two tape measures.